BTEC HIGHER NATIONALS
BTECHIGHER NATIONALSComputingSpecificationFirst Teaching from September 2018First Certification from 2019Higher NationalCertificate Lvl 4Higher NationalDiploma Lvl 5
Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding bodyoffering academic and vocational qualifications that are globally recognised and benchmarked.For further information, please visit our qualifications website at qualifications.pearson.com.Alternatively, you can get in touch with us using the details on our contact us page atqualifications.pearson.com/contactusAbout PearsonPearson is the world's leading learning company, with 35,000 employees in more than 70 countriesworking to help people of all ages to make measurable progress in their lives through learning.We put the learner at the centre of everything we do, because wherever learning flourishes, so dopeople. Find out more about how we can help you and your learners at qualifications.pearson.comReferences to third party material made in this specification are made in good faith. Pearson does notendorse, approve or accept responsibility for the content of materials, which may be subject to change, orany opinions expressed therein. (Material may include textbooks, journals, magazines and otherpublications and websites.)All information in this specification is correct at time of publication.Original image by Mateusz Kropiwnicki/ShutterstockISBN 978 1 446 94677 0All the material in this publication is copyright Pearson Education Limited 2020
Summary of changes in Pearson BTEC Higher Nationals inComputing Issue 5Summary of changes made between previous issue and thiscurrent issue2.7.1 Progression to universityPagenumber12University recognition and articulations section updated andreflects new website.3.2.1 English language requirements16Reverted wording back to previous issue4.6 Vendor Accreditation59-61New vendor added to listUpdate on Cisco mapping CCNAv76.5.2 Compensation of HNC86Clarified statement by inserting words “attempted but” as is thecase with the wording on compensation of HNDUnit 2: Networking101-107Essential Content:LO1 Introduction to networks topic added to clarify content forpurposes of vendor mappingLO1 and LO2 Essential content enhanced to clarify content for thepurposes of vendor mappingUnit 5: Security122-127Essential Content:LO2 Essential content enhanced to clarify content for the purposesof vendor mappingUnit 8: Computer Systems Architecture144-150Essential Content:LO3 Essential content reformatted to enhance content for thepurposes of vendor mappingUnit 15: Transport Network DesignEssential Content:LO1, LO2, LO3 Essential content enhanced to clarify content forthe purposes of vendor mapping191-198
Summary of changes made between previous issue and thiscurrent issueUnit 16: Cloud ComputingPagenumber199-205Essential Content:LO1 Essential content reformatted to enhance contentunderstanding for the purposes of vendor mappingUnit 17: Network Security206-212Essential Content:LO1 Essential content reformatted to enhance contentunderstanding for the purposes of vendor mappingUnit 35: Network Management326-332Essential Content:LO1, LO2, LO3, LO4 Essential content reformatted to enhancecontent understanding for the purposes of vendor mappingAppendix 2: Vendor Accredited Certifications435-436Vendor accreditation replaced with new table which included newvendors and updated mapping to CCNAv7Appendix 9:510-513Added QCF L4 to RQF L4 unit mappingIf you need further information on these changes or what they mean, contact us viaour website at: tml.
Contents123Introduction11.1The Student Voice11.2Why choose Pearson BTEC Higher Nationals?11.3HN Global21.4Qualification titles31.5Qualification codes31.6Awarding institution31.7Key features31.8Collaborative development4Programme purpose and objectives62.1Purpose of the Pearson BTEC Higher Nationals in Computing62.2Objectives of the Pearson BTEC Higher Nationals in Computing62.3Aims of the Pearson BTEC Level 4 Higher National Certificate inComputing72.4Aims of the Pearson BTEC Level 5 Higher National Diploma in Computing82.5Use of Maths and English within the curriculum92.6The Skills Framework for the Information Age (SFIA)92.7What could these qualifications lead to?112.7.1 Progression to university122.7.2 Employment122.8How Pearson BTEC Higher Nationals in Computing provide bothtransferable employability skills and academic study skills13Planning your programme153.1Delivering the Pearson BTEC Higher Nationals in Computing153.2Entry requirements and admissions153.2.1 English language requirements163.2.2 Centre approval173.2.3 Level of sector knowledge required173.2.4 Resources required173.2.5 HN Global support173.2.6 Modes of delivery173.2.7 Recommendations for employer engagement183.2.8 Support from Pearson18
3.2.9 Student employability193.3Access to study193.4Student registration and entry193.5Access to assessments203.6Administrative arrangements for internal assessment203.6.1 Records203.6.2 Reasonable adjustments to assessment213.6.3 Special consideration213.6.4 Appeals against assessment21Dealing with malpractice in assessment223.7.1 Internally assessed units223.7.2 Student malpractice233.7.3 Tutor/centre malpractice233.7.4 Sanctions and appeals243.745Programme structure254.1Units, credits and Total Qualification Time (TQT)254.2Programme structures274.2.1 Pearson BTEC Level 4 Higher National Certificate in Computing274.2.2 Pearson BTEC Level 5 Higher National Diploma in Computing294.2.3 Units of combination304.2.4 Meeting local needs (MLN)534.2.5 Pearson BTEC Higher National Commissioned Development544.3Pearson-Set Assignments554.4The Unit Descriptor564.5Professional Body exemptions594.6Vendor Accreditation59Teaching and learning635.1Delivering quality and depth635.2Engaging with employers655.3Engaging with students655.4Planning and structuring a programme665.4.1 Sequencing units675.4.2 Condensed, expanded or mixed delivery675.4.3 Drawing on a wide range of delivery techniques695.4.4 Assessment considerations71
6725.4.6 Summative assessment725.4.7 Assessment feedback725.4.8 Designing valid and reliable assessments73Assessment756.0.1 Example Assessment Briefs76Principles of internal assessment766.1.1 Assessment through assignments766.1.2 Assessment decisions through applying unit-based criteria776.1.3 The assessment team776.1.4 Effective organisation786.1.5 Student preparation78Setting effective assessments796.2.1 Setting the number and structure of assessments796.2.2 Providing an assignment brief806.2.3 Forms of evidence80Making valid assessment decisions816.3.1 Authenticity of student work816.3.2 Making assessment decisions using criteria826.3.3 Dealing with late completion of assignments826.3.4 Issuing assessment decisions and feedback836.3.5 Resubmission opportunity836.3.6 Repeat units836.3.7 Assessment Boards846.4Planning and record keeping846.5Calculation of the final qualification grade856.5.1 Conditions for the award856.5.2 Compensation provisions856.5.3 Calculation of the overall qualification grade866.5.4 Modelled student outcomes876.16.26.375.4.5 Formative assessmentQuality assurance887.1The approval process887.2Monitoring of internal centre systems897.3Independent assessment review897.4Annual Programme Monitoring Report (APMR)897.5Annual student survey90
7.6Centre and qualification approval907.7Continuing quality assurance and standards verification908Recognition of Prior Learning and attainment929Equality and diversity9310Pearson BTEC Higher Nationals Computing Units95Unit 1: Programming96Unit 2: Networking101Unit 3: Professional Practice108Unit 4: Database Design & Development116Unit 5: Security122Unit 6: Managing a Successful Computing Project128Unit 7: Strategic Information Systems137Unit 8: Computer Systems Architecture144Unit 9: Software Development Lifecycles151Unit 10:Website Design & Development156Unit 11:Maths for Computing163Unit 12:Data Analytics168Unit 13:Computing Research Project175Unit 14:Business Intelligence183Unit 15:Transport Network Design191Unit 16:Cloud Computing199Unit 17:Network Security206Unit 18:Discrete Maths213Unit 19:Data Structures & Algorithms220Unit 20:Advanced Programming227Unit 21:Data Mining231Unit 22:Applied Analytical Models238Unit 23:Cryptography244Unit 24:Forensics251Unit 25:Information Security Management258Unit 26:Machine Learning264Unit 27:Artificial Intelligence271Unit 28:Prototyping279
11Unit 29:Application Program Interfaces287Unit 30:Application Development292Unit 31:Games Engine & Scripting300Unit 32:Game Design Theory307Unit 33:Analytical Methods314Unit 34:Systems Analysis & Design319Unit 35:Network Management326Unit 36:Client/Server Computing Systems333Unit 37:Architecture340Unit 38:Database Management Systems345Unit 39:E-Commerce & Strategy353Unit 40:User Experience and Interface Design361Unit 41:Analytic Architecture Design369Unit 42:Risk Analysis & Systems Testing376Unit 43:Internet of Things383Unit 44:Robotics391Unit 45:Emerging Technologies398Unit 46:Virtual & Augmented Reality Development405Unit 47:Games Development412Unit 48:Systems Integration419Unit 49:Operating Systems426Appendices432Appendix 1: Professional Body Memberships433Appendix 2: Vendor Accredited Certifications435Appendix 3: SFIA Skill Levels438Appendix 4: Mapping of Pearson BTEC HND in Computing against FHEQ Level 5490Appendix 5: Glossary of terms used for internally assessed units495Appendix 6: Assessment methods and techniques for Pearson BTEC HigherNationals499Appendix 7: Pearson BTEC HNC/HND Computing Programme Outcomes forStudents504Appendix 8: Transferable skills mapping507Level 5 Higher National Diploma in Computing: mapping of transferableemployability and academic study skills507
Appendix 9: Recognition of Prior Learning510HNCs in Computing: Unit Mapping Overview510HNCs in Computing: Unit Mapping in Depth512
1 IntroductionBTEC is one of the world’s most successful and best-loved applied learning brands,engaging students in practical, interpersonal and thinking skills for more than thirtyyears.BTECs are work-related qualifications for students taking their first steps intoemployment, or for those already in employment and seeking career developmentopportunities. BTECs provide progression into the workplace either directly or viastudy at university and are also designed to meet employer’s needs. Therefore,Pearson BTEC Higher National qualifications are widely recognised by industry andhigher education as the principal vocational qualification at Levels 4 and 5.When redeveloping the Pearson BTEC Higher National qualifications in Computing, wecollaborated with a wide range of students, employers, higher education providers,colleges and subject experts to ensure that the new qualifications meet their needsand expectations. We also worked closely with the relevant professional bodies, toensure alignment with recognised professional standards.There is now a greater emphasis on employer engagement and work readiness. Thenew Pearson BTEC Higher National qualifications in Computing are designed to reflectthis increasing need for high quality professional and technical education pathways atLevels 4 and 5, thereby providing students with a clear line of sight to employmentand to progression to a degree at Level 6.1.1The Student VoiceStudents are at the heart of what we do. That is why, from the outset, we consultedwith students in the development of these qualifications. We involved them in writinggroups, sought their feedback, and added their voices and views to those of otherstakeholders.The result, we believe, are qualifications that will meet the needs and expectations ofstudents worldwide.1.2Why choose Pearson BTEC Higher Nationals?Pearson BTEC Higher Nationals are designed to help students secure the knowledgeskills and behaviours needed to succeed in the workplace. They represent the latest inprofessional standards and provide opportunities for students to develop behavioursfor work, for example by undertaking a group project, or responding to a client brief.A student may even achieve exemption from professional or vendor qualifications, orstudent membership of selected professional bodies, to help them on their journey toprofessional competence.Pearson BTEC Levels 4 and 5 Higher Nationals in ComputingSpecification – Issue 5 – September 2020 Pearson Education Limited 20201
At the same time the BTEC Higher Nationals are intended to keep doors open forfuture study should a student wish to progress further in their education after theirlevel 5 study. They do this by allowing space for the development of higher educationstudy skills, such as the ability to research. Clear alignment of level of demand withthe Framework for Higher Education qualification descriptors at level 4 and 5 meansthat students wishing to progress to level 6 study should feel better prepared. ThePearson BTEC Higher Nationals address these various requirements by providing: A range of core, optional and specialist units, each with a clear purpose, so there issomething to suit each student’s choice of programme and future progressionplans. Fully revised content that is closely aligned with the needs of employers,professional bodies, vendors and higher education for a skilled future workforce. Learning Outcomes mapped against Professional Body standards and vendoraccreditation requirements, where appropriate. Assessments and projects chosen to help students progress to the next stage (thismeans some are set by the centre to meet local needs, while others are set byPearson). An approach to demand at level 4 and 5 which is aligned with the Framework forHigher Education Qualifications (FHEQ). Support for student and tutors including Schemes of Work and ExampleAssessment Briefs.1.3HN GlobalPearson BTEC Higher Nationals are supported by a specially designed range of digitalresources, to ensure that tutors and students have the best possible experienceduring their course. These are available from the HN Global websitehttp://www.highernationals.com/.With HN Global, tutors can access programme specifications which contain usefulinformation on programme planning and quality assurance processes. Tutors can alsoview schemes of work and example assessment briefs, helping them createmeaningful courses and assessments. HN Global also allows tutors to create andannotate reading lists for their students and also keep up-to-date on the latest newsregarding HN programmes.2Pearson BTEC Levels 4 and 5 Higher Nationals in ComputingSpecification – Issue 5 – September 2020 Pearson Education Limited 2020
1.4Qualification titlesPearson BTEC Level 4 Higher National Certificate in ComputingPearson BTEC Level 5 Higher National Diploma in ComputingSpecialist pathways are included within brackets in the qualification title: Pearson BTEC Level 5 Higher National Diploma in Computing Pearson BTEC Level 5 Higher National Diploma in Computing (NetworkEngineering) Pearson BTEC Level 5 Higher National Diploma in Computing (SoftwareEngineering) Pearson BTEC Level 5 Higher National Diploma in Computing (Data Analytics) Pearson BTEC Level 5 Higher National Diploma in Computing (Security) Pearson BTEC Level 5 Higher National Diploma in Computing (Intelligent Systems) Pearson BTEC Level 5 Higher National Diploma in Computing (ApplicationsDevelopment)1.5Qualification codesOfqual Regulated Qualifications Framework (RQF) Qualification numbers:Pearson BTEC Level 4 Higher National Certificate in Computing: 603/0472/8Pearson BTEC Level 5 Higher National Diploma in Computing: 603/0471/61.6Awarding institutionPearson Education Ltd.1.7Key featuresPearson BTEC Higher National qualifications in Computing offer: A stimulating and challenging programme of study that will be both engaging andmemorable for students. The essential subject knowledge that students need to progress successfully intofurther study or the world of work. A simplified structure: students undertake a substantial core of learning in theBTEC Higher National Certificate and can build on this in the BTEC Higher NationalDiploma, with specialist and optional units linked to their area of study. Six specialist pathways in the BTEC Level 5 Higher National Diploma, so there issomething to suit each student’s preference of study and future progression plans.Pearson BTEC Levels 4 and 5 Higher Nationals in ComputingSpecification – Issue 5 – September 2020 Pearson Education Limited 20203
Refreshed content that is closely aligned with Professional Body, vendor, employerand higher education needs. Assessments that consider cognitive skills (what students know) along withaffective and applied skills (how they behave and what they can do, respectively) Unit-specific grading and Pearson-set assignments. A varied approach to assessment that supports progression to Level 6 and alsoallows centres to offer assessment relevant to the local economy, therebyaccommodating and enhancing different learning styles. Quality assurance measures – as outlined in sections 6 and 7 of this ProgrammeSpecification – to ensure that all stakeholders (e.g. professional bodies, vendors,universities, businesses, colleges and students) can feel confident in the integrityand value of the qualifications. A qualification designed to meet the needs and expectations of students aspiringto work in an international business environment.Qualification frameworksPearson BTEC Higher National qualifications are designated higher educationqualifications in the UK. They are aligned to the Framework for Higher EducationQualifications (FHEQ) in England, Wales and Northern Ireland, and Quality AssuranceAgency (QAA) Subject Benchmark Statements. These qualifications are part of the UKRegulated Qualifications Framework (RQF).1.8Collaborative developmentStudents completing their Pearson BTEC Higher Nationals in Computing will be aimingto go on to employment or progress to a final year at university. Therefore, it wasessential that we developed these qualifications in close collaboration with expertsfrom professional bodies, vendors, businesses and universities, and with theproviders who will be delivering the qualifications.4Pearson BTEC Levels 4 and 5 Higher Nationals in ComputingSpecification – Issue 5 – September 2020 Pearson Education Limited 2020
We are very grateful to the university and further education tutors, employers,vendors, Professional Body representatives and other individuals who havegenerously shared their time and expertise to help us develop these newqualifications.British Computing Society (BCS)Institution of Engineering and Technology (IET)University of KentUniversity of HullISC2Uxbridge CollegeThe Tech PartnershipCompTIAQA ApprenticeshipsCISCOImago SolutionsNational College for Digital SkillsThese qualifications have also been approved by the following professional bodies assuitable qualifications for students wanting to gain membership. The professionalbodies include: The British Computing Society The Institution of Engineering and Technology.Pearson BTEC Levels 4 and 5 Higher Nationals in ComputingSpecification – Issue 5 – September 2020 Pearson Education Limited 20205
2 Programme purpose and objectives2.1Purpose of the Pearson BTEC Higher Nationals in ComputingThe purpose of Pearson BTEC Higher Nationals in Computing is to develop studentsas professional, self-reflecting individuals able to meet the demands of employers inthe computing sector and adapt to a constantly changing world. The qualifications aimto widen access to higher education and enhance the career prospects of those whoundertake them.2.2Objectives of the Pearson BTEC Higher Nationals in ComputingThe objectives of the Pearson BTEC Higher Nationals in Computing are as follows: To equip students with computing skills, knowledge and the understandingnecessary to achieve high performance in the g
Pearson BTEC Higher National qualifications are widely recognised by industry and higher education as the principal vocational qualification at Levels 4 and 5. When redeveloping the Pearson BTEC Higher National qualifications in Computing, we collaborated with a wide range of students, employers, higher education providers,
Pearson BTEC Level 4 HNC Diploma in Automotive Engineering Pearson BTEC Level 5 HND Diploma in Automotive Engineering The BTEC HNCs (Higher National Certificates) are now at level 4 and are a minimum of 120 credits in size. They have been nested within the structures of the BTEC HNDs (Higher National Diplomas). BTEC HNDs are level 5 qualifications.
BTEC Level 4 HNC The Pearson BTEC Level 4 HNC in Business (QCF) is a qualification with a minimum of 120 credits of which 60 are mandatory core. The BTEC Level 4 HNC programme must contain a minimum of 65 credits at level 4. BTEC Level 5 HND The Pearson BTEC Level 5 HND in Business (QCF) is a qualification with a
Technology Pearson BTEC Level 3 National Foundation Diploma in Information Technology First teaching 2016 Pearson BTEC Level 3 National Diploma (2017) in Information Technology Pearson BTEC Level 3 National Extended Diploma (2017) in Information Technology First teaching 2017 . Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s .
Pearson BTEC Level 4 HNC The Pearson BTEC Level 4 HNC in Business is a qualification with a minimum of 120 credits of which 60 are mandatory core. The Pearson BTEC Level 4 HNC programme must contain a minimum of 65 credits at level 4. Pearson BTEC Level 5 HND The Pearson BTEC Lev
4.2.1 Pearson BTEC Level 4 Higher National Certificate in Engineering 29 4.2.2 Pearson BTEC Level 5 Higher National Diploma in Engineering 38 4.2.3 Meeting local needs (MLN) 57 4.2.4 Pearson BTEC Higher National Commissioned Development 58 4.3 Pearson-Set Units 59 4.4 The unit descriptor 60 4.5 Professional Body collaboration 63
Pearson’s approach to awarding results in Summer 2020 Last updated 26 May 2020 Contents. Page 4 BTEC Nationals* (Level 3) BTEC Firsts (Levels 1- 2) BTEC Technicals* (Levels 2-3) BTEC Tech Awards (Levels 1-2) Foundation Learning: o BTEC Entry Level (E1, E2, E3) o
BTEC Entry Level (E1, E2, E3) BTEC Level 1 (QCF) expectations for your centre. PSD, Workskills (Level 1 & 2) Life Skills years).BTEC Specialist (Level 1-3)* BTEC Professional (Level 4-7)* BTEC qualification Internal ungraded unit (‘Pass/fail’) We reviewed the information you submitted to us (actual unit grades and CAG) against our
Keywords with the- Agile software development, Scrum I. INTRODUCTION Scrum [16, 29] is the most often used [6, 30, 31] agile [10] software development methodology among teams that utilize an agile methodology. A large-scale survey [31] deployed in the software engineering industry from June/July 2008 received 3061 respondents from 80 different countries. For the question “Which Agile .
